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STRATEGIES USED BY THE HIGH AND LOW WRITING ABILITY STUDENTS TO DEVELOP WRITING SKILL AT Strategies Used By The High And Low Writing Ability Students To Develop Writing Skill At Muhammadiyah University Of Surakarta.

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STRATEGIES USED BY THE HIGH AND LOW WRITING

ABILITY STUDENTS TO DEVELOP WRITING SKILL AT

MUHAMMADIYAH UNIVERSITY

OF SURAKARTA

ARTICLE PUBLICATION

Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education

in English Department

by

SITI LAILATUL QOMARIYAH A 320 100 249

SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA

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SURAT PERNYATAAN PUBLIKASI KARYA ILMIAH

Yang bertanda tangan di bawah ini, saya :

Nama : Siti lailatul Q

Nim : A 320 100 249

Fakultas / Jurusan : FKIP / Bahasa Inggris

Jenis : Skripsi

Judul : Strategies Used by the High and Low Writing Ability Students to

Develop Writing Skill at Muhammadiyah University of surakarta

Dengan ini menyatakan bahwa saya menyetujui untuk :

1. Memberikan hak bebas royalti pada Perpustakaan Universitas Muhammadiyah Surakarta atas penulisan karya ilmiah saya, demi pengembangan ilmu pengetahuan.

2. Memberikan hak menyimpan, mengalih mediakan/mengalih formatkan, mengelola dalam bentuk pangkalan data (data base), mendistribusikannya, serta menampilkannya dalam bentuk soft copy untuk kepentingan akademis kepada Perpustakaan Universitas Muhammadiyah Surakarta, tanpa perlu meminta ijin saya selama tetap mencantumkan nama saya sebagai penulis/pencipta.

3. Bersedia dan menjamin untuk menanggung secara pribadi tanpa melibatkan pihak Perpustakaan Universitas Muhammadiyah Surakarta, dari semua bentuk tuntutan hukum yang timbul atas pelanggaran hak cipta dalam karya ilmiah ini.

Demikian pernyataan ini saya buat dengan sesungguhnya dan semoga dapat digunakan sebagaimana mestinya.

Surakarta,Oktober 2014

Yang Menyatakan,

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STRATEGIES USED BY THE HIGH AND LOW WRITING ABILITY STUDENTS TO DEVELOP WRITING SKILL AT MUHAMMADIYAH UNIVERSITY OF

SURAKARTA.

By Siti Lailatul Q

A320100249

ABSTRACT

The research paper aims at finding out and describing strategies used by the

high and low writing ability students to develop writing skill at Muhammadiyah University

of Surakarta.The subject of this research are four students chosen based on the score of

writing subject. The methods of collecting data are interview and observation. The result

of this research shows that two students who have high mark and two students who have

low mark in writing subject use almost all the learning strategies proposed by O’Malley

and Chamot. However their attention in learning is different. Strategies used by the high

writing ability students are eleven strategies which consist of five metacognitive

strategies: advance organizer, directive attention, selective attention, self management

and self evaluation; four cognitive strategies: resourcing, note taking, summarizing,

repetition, and two social affective strategy: namely question for clarification and

cooperation. Strategies used by the low writing ability students are six strategies which

consist of three metacognitive strategies: directive attention, self management, self

evaluation, one cognitive strategy that is translation, and two social affective strategies;

question for clarification and cooperation.

Of the four students, the students who have high mark in writing subject uses

highest number of learning strategies proposed by O’malley and Chamot. They use more

metacognitive strategies than cognitive and social-affective strategies.

Key word: Learning strategies, Writing skill

 

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1. Introduction

In English, there are integrated skills to be mastered such as: speaking, listening,

reading and writing. Haycraft (1978:8) stated that there are various skills in mastering of

language, namely respective skill, listening (understanding the spoken language), reading

(understanding the written language), and productive skills-speaking and writing. Each of

them has a close relation. For a lot of people, learning English is very difficult. Special

strategies in learning English are very important to master English well. According to

Gagne (in Brown: 2009) “strategies are one’s internal ability to think, solve problems and

make decisions”.

Rayner and Riding (2002: 60) stated that “learning strategy as a set of one or more

procedures that an individual acquires to facilitate the performance on learning task”.A

language learners use language learning strategies either consciously or unconsciously

when processing new information and performing tasks in the language classroom. Based

on Oxford (1989) “language learning strategies are behaviors or actions which learners use

to make language learning more successful, self-direct and enjoyable”. According to

O’Malley and Chamot (1985: 582-584) “learning strategies are classified into three main

categories, namely: metacognitive strategies, cognitive strategies and social affective

strategies”. Each classification strategy has many sub-categories. Usually people who use

the suitable strategies will be successful in finishing their task. When learners learn

English, they have to attend the all skills in English itself.

Using learning strategy in learning language is very important because of some

reasons. First, learning strategies are good indicators for learners in making an approach

closer for solving tasks or problems encountered during the process of language learning.

Second, according to Oxford (1990: 1) “learning strategies are important for language

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developing communicative competence”. Third, according to Clouston (1997: 3) “using

learning strategies help the learners understand well and training them to develop and use

such good language learning strategies can be considered to be the appreciated

characteristics of a good language teacher”. In conclusion, the learners who use proper

learning strategies are going to be successful in learning language.

Of the four language skills, writing should also be mastered by the learners using

some strategies. Therefore, the learners must know some strategies in writing such as:

making outline, using picture, using dictionary, sharing with friends, using the tools

(audio, audio-visual) or learning aids (a guide). Brown (2000: 113) stated that strategies

are specifics methods of approaching a problem or task, modes of operation for achieving

a particular end, planned designs for controlling and manipulating certain information.

Because of that the students should choose a good strategy.

Simon (1986) described writing as a “problem-solving activity”. He arrives at this

designation in his the sciences of the artificialwhere he classifies writing, among other

discipline, as an “artificial system”. Such a system is not a set of relationships that exists

in nature for humans themselves to connect two differing environments. Writing connects

the environment of individual inner thought processes and the outer world.

In English department of UMS writing is one of language skills that is taught to

students. The skill is important as the thesis should be written in English students. As each

student has own strategies to develop their writing skill, the researcher is interested in

conducting this research to know what strategies are used by the high and low writing

ability students at English education department of Muhammadiyah university of

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2. Research Method

Type of the research conducted by the writer is case study. A case study is a problem

to be studied. Which involves understanding an event, activity, process or one or more

individuals. (creswell, 2002:61). The object of the research is strategies for developing

writing skills used by four students of second semester, namely: Hindria, Kamila, Yulian,

and Hemix. The data of the research are field note and the answer of interview. The data

include the students attitude in learning english writing skill, their behaviors toward

english writing skill, and their habits of using the strategies in learning english especially

to master writing skill. The secondary sources come from their peers, lecturers, and their

surrounding where the researcher may get additional information.

The writer used instrument of collecting data, namely: observation and interview.

First, observation is a method of collecting data using observation to the research object.

Object will be observed are the activities of learning strategies and the activities of the

subject of the research in the classroom of four students of second semester of English

Education Department of UMS. Second, interview is one of the techniques to collect data

by having conversation with respondent for getting certain information from responden.

The writer collected the data by interviewing the students. The writer conducted specific

questions concerned with information related to the data needed, the question find out all

about the learning strategies in learning writing skill four students of second semester at

UMS which deals with writing. There are 26 questions that consist of three main

subcategories of language learning strategy, namely: metacognitive, cognitive, and social

affetive strategies. in addition, the writer is able to get the information which may be

unable found through observation.

In analyzing the data, the writer analyzed the result of research and drew the

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steps as follows: first, reducing the data, it is the process of making summary from the

main points, arranging it and categorizing it based on as classification (Moleong, 2000:

190). The writer selected the data taken from observation and interview. Second,

displaying the data, in this step, the writer described and discussed the selected data of the

research in the form of systematic classification. Consequently, it is easy to be analyzed

and to be understood. Last, drawing conclusion, in this step the writer made the

conclusions and suggestions based on the displayed data.

3. Research findings and Discussion

Based on the interview and observation done by the writer with the four students of

the second semester at UMS on May 30, 2014 in campus UMS, the writer collects the data

related to answer the research problem of this research. It is about learning strategies in

writing which deals with O’Malley et al theory including, metacognitive, cognitive, and

social affective strategies.

3.1 Metacognitive strategies

Metacognitive strategies are a term to express executive function, or strategies which

require planning for learning, thinking about the learning process as it is taking place,

monitoring of one’s production or comprehension, and evaluating learning after an activity

is completed. In here the writer discussed the strategies which were used by the students

on the research findings in metacognitive strategies.

The first study is advance organizer. According to the result from the interview and

observation, the learners applied the advance organizer learning strategy in mastering their

writing skill, they try to give attention to the teacher explanation. The second strategy is

directed attention. The result of the classroom showed that, although the learners not

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which are derived by the lecturer. The third strategy is selective attention.according to the

observation and interview, the learners read again her note, to remain of certaion formula

or sentence. The fourth strategy is self management. In this case, after knowing their

skills, the learners understand the condition that help their succes in learning, they also

control their mood to still focused. The last strategy is self evaluation, in learning writing

the learners evaluates the production and their ability in writing, they ask to their friends to

correct their assignment.

3.2 Cognitive strategies

Second, cognitive strategies are more limited to specific learning tasks and they

involve more direct manipulation of the learning material itself. In here, the writer

discussed the strategies which were used by the students based on research findings in

cognitive strategies.

The first strategy is repetition. According to the results of interview and observation,

the writer concluded that the application of the repetitoion learning strategy is good in

improving writing skill because the learners often repeat their teacher speech to add their

pronounciation.cing. from the research findings, it can be showed that the learners applied

The second strategy is resourcing learning strategy in mastering their writing skill.

Learners need reference sources of information to improve their writing subject.

The third strategy is translation. According to the results of interview and

observation, the learners applied this strategy, because the learner makes in indonesian

first, then translate in to english in writing.

The last strategy is note taking, according to the results, the writer concluded that the

learners applied the note taking strategy in mastering their writing skill by make keyword

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3.3 Social-affective strategies

In here, the writer disccussed the strategies used by the students based on the

research findings in social-affective strategies. The first strategy is cooperation. According

to the result, the learners always work togeteher with peer in solving the problem. The last

strategy in social affective strategy is question for clarification strategy, the high and low

writing ability students uses this strategy but in different ways. If they get some difficulties

about the lesson, the high writing ability students always ask to the lecturer to explain

about the material and sometime they ask their friends. But the low writing ability students

only ask their close friend when get difficulties. Based on the observation with their

lecturer, they are classified into passive learners.

After analyzing the data of this research, the researcher would like to discuss the

description of the learning strategies used by the high and low writing ability students as

the subjects of this study of the case study in writing skill. The high writing ability

students use more strategies than the low writing ability students.

The writer focuses on the students of English education department in

Muhammadiyah University of Surakarta. To master writing skill the high writing ability

student 1 (Hindria) applies eight strategies proposed by O’malley and Chamot. Those are

four metacognitive strategies; advance organizer, directed attention, selective attention,

self management. Three cognitive strategies; resourcing, note taking, summarizing and

one social affective strategies namely question for clarification. The high writing ability

student 2 (Kamila) applies eleven strategies, five metacognitive; advance organizer,

directed attention, selective attention, self management and self evaluation strategy, four

cognitive strategies; repetition, resourcing, translation, note taking and two social affective

strategies; namely question for clarification and cooperation. The student who have low

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attention, self management, self evaluation, one cognitive strategies; namely translation,

and one social affective strategies; question for clarification. However the low writing

ability student 2 (Hemix) just applies three strategies, thoese are one metacognitive

strategies; directive attention and two social affective strategies; namely question for

clarification and cooperation. He does not use cognitive strategies.

4. Conclusion

Based on the data findings, the implementation of learning strategies in writing skill

of the students who have high and low mark are metacognitive strategies, cognitive

strategies, and social affective strategies.

The high writing ability student 1 (Hindria) uses four subcategories in metacognitive

strategies, those are advance organizer, directive attention, selective attention and self

management. In cognitive strategies the student (Hindria) uses three strategies, namely

resourcing, note taking and sumarizing, and in social affective strategies uses question for

clarification and cooperation.

The implementation of metacognitive strategies of the high writing ability student 2

(Kamila) are advance organizer, directive attention, selective attention, self management,

self evaluation. While in cognitive strategies the student (Kamila) uses four subcategories,

namely repetition, resourcing translation, and note taking, and uses all subcategories of

social affective strategies.high writing ability students

So, the total strategies used by the high writing ability students are eleven strategies

which consist of five in metacognitive strategy; advance organizer, directive attention,

selective attention, self management and self evaluation, four in cognitive strategies;

resurcing, note taking, summarizing, repetition, and two in social affective strategy;

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The low writing ability student 1 (Yulian) applies three in metacognitive strategies,

namely directive attention, self management and self evaluation. Then in social affective

strategies the student (Yulian) only use one subcategories, there is question for

clarification.

The last student also the student who have low mark in writing subject, he is

(Hemix). The students (Hemix) use one subcategories in metacognitive strategy, namely

directive attention. But the student (Hemix) does not use cognitive strategy, and that

student use all subcategories of social affective strategy.

The total strategies used by the low writing ability students are six strategies which

consist of three in metacognitive strategies; directive attention, self management, self

ealuation, one in cognitive strategies that is translation, and two in social affective

strategies; question for clarification and cooperation.

There are the differences between strategies used by the high and low writing ability

students. Based on the analyzes, the students who have mark in writing subject mostly use

the metacognitive strategy, but the students who have low mark mostly use the social

affective strategy. The low writing ability students tend to have interaction with lecturer or

friend, to understand about the material.

So, based on the analysis above the writer concludes that by using the learning

strategies, the students could improve their interest to study in writing and it could

stimulate the students to comprehend better. In the action, the students give different

response in applying learning strategies to develop writing skill.

5. References

Croswell, J. 2002. Research design: Qualitative, quatitative, and mixed method approaches. London. Sage.

Referensi

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